“What's in it for me?”: Increasing content relevance to enhance students' motivation

Frymier, Ann Bainbridge; Shulman, Gary M.

doi:10.1080/03634529509378996

Cited by 237 publications

(157 citation statements)

References 18 publications

Supporting

Mentioning

151

Contrasting

Unclassified

Order By: Relevance

“…According to Frymier and Shulman (1995), such ability is directly connected to one's life experiences and prior knowledge. Students in the focus group attributed the increase in participation to the content of the book and the themes it brought up, which lent themselves to connections with students' lives.…”

Section: Relevancymentioning

confidence: 99%

Using literature circles in the ESL college classroom: A lesson from Puerto Rico

Sambolin

Carroll

2015

Colomb. Appl. Linguist. J

View full text Add to dashboard Cite

AbstractThis paper will use data collected from a case study of a basic English course at the University of Puerto Rico where literature circles were used to promote understanding of a novel dealing with issues of race, class and privilege. The article will trace both the implementation of the literature circles and the use of students’ first language to facilitate the reading of The Boy Without a Flag by Abraham Rodríguez Jr. Special attention will be paid to the use of literature circles to promote student participation, both orally and in written form, as well as in discussion of topics relevant to students. Furthermore, such implementation of literature circles in the classroom provided students with diversity, self-choice and student initiative, as they worked together to mediate meaning and discuss what they felt was important. Findings suggest that students benefited from the use of their first language, since it served as a cognitive tool that allowed them to collaboratively scaffold while also enabling the instructor to gauge reading comprehension. Moreover, selecting a text whose content tapped into students’ funds of knowledge promoted classroom participation about topics and issues students deemed relevant both inside and outside the English classroom.Key words: literature circles, ESL, adult learners, mother tongue, relevancyResumenEl artículo utilizará datos recopilados a través de una monografía llevada a cabo en un curso de Inglés básico en la Universidad de Puerto Rico, donde se incorporaron círculos literarios para promover la comprensión de una novela que trata sobre los conceptos de raza, clase y privilegio. El artículo trazará la implementación de círculos literarios y el uso del primer idioma de los estudiantes para facilitar la lectura del libro The Boy Without a Flag por Abraham Rodríguez Jr. Se prestará atención especial al uso de círculos literarios para promover participación por parte de los estudiantes, tanto escrita como oral, así como en la discusión de temas relevantes para los estudiantes. Además, dicha implementación de círculos literarios en el salón proveyó oportunidades de diversidad, libre elección e iniciativa para los estudiantes mientras estos trabajaban juntos para mediar significado y discutir lo que a estos le parecía más importante. Los resultados sugieren que los estudiantes fueron beneficiados al utilizar su primer idioma, ya que este sirvió como una herramienta cognoscitiva que les permitió practicar andamiaje colectivo mientras permitió al instructor medir comprensión de lectura. Por último, seleccionar un texto que conecta con los fondos de conocimiento de los estudiantes promovió participación y discusión grupal de temas y asuntos que los estudiantes consideraron relevantes tanto dentro como fuera del salón.Palabras claves: círculos literarios, ESL, estudiantes adultos, primer idioma, relevancia

show abstract

Section: Relevancymentioning

confidence: 99%

Using literature circles in the ESL college classroom: A lesson from Puerto Rico

Sambolin

Carroll

2015

Colomb. Appl. Linguist. J

View full text Add to dashboard Cite

show abstract

“…For students enrolled in degree programs that cater to a specific career outcome, career goals and interests play an important role in determining the relevance of the subject area and therefore motivation. 17,18 Such scenarios are relatively common for students in professional programs such as allied health, where they are required to undertake 'foundation' science courses. In addition, students within these programs may exhibit learning characteristics that make them less likely to self-regulate effectively.…”

Section: A J P Ementioning

confidence: 99%

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

Colthorpe

Ogiji

Ainscough

et al. 2019

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objectives. To elucidate the ability of pharmacy students to self-regulate their learning, and determine the impact of their self-regulatory behaviors on student learning outcomes. Methods. This study utilized a mixed methods approach using 'meta-learning' assessment tasks to identify the learning strategies used and relied on by second year pharmacy students (n=139), and to determine the relationships between the quality of strategies and academic achievement.Results. The results demonstrate that although students have used a wide range of strategies, they rely on a small number. When prompted to use more advanced strategies, the quality of strategies reported were significantly related to academic achievement, with significant relationships between achievement and goal setting, self-efficacy, self-satisfaction, self-evaluation and adaptive reactions. Conclusion. These findings suggest that high achieving students use higher quality forethought and self-reflective strategies than poor achieving students. Potentially, prompting students to engage in higher quality strategies may increase students' awareness of their own learning and improve student learning outcomes.

show abstract

“…If applicability is not achieved, even if the learner's attention is attracted, effective learning will not be maintained [42]. (3) Confidence: Confidence affects learning endurance and achievement by either fostering or hindering motivation.…”

Section: Arcs Motivation Model and Instructional Materials Motivationmentioning

confidence: 99%

Game-Based Learning for Green Building Education

Juan

Chao

2015

Sustainability

View full text Add to dashboard Cite

Abstract:To improve education regarding sustainability and green buildings, we designed a multiplayer (2-4 people) green building strategy game called GBGame to deliver knowledge of and introduce applied technologies for green buildings. To verify the game's learning effect, we conducted separate measurements using the ARCS motivation model and a paper-based exam among 72 students majoring in architecture. These students were divided into an experimental group (who played the game) and a control group (who underwent lecture-based instruction). Results indicate that (1) game players had stronger learning motivation than those who attended the lectures; (2) players who learned through the game generally exhibited better learning effectiveness than non-players; (3) following cross-validation, we discovered a highly significant correlation between the learning effect and players' attention, perception of relevance, confidence, and satisfaction during the game; and (4) the game system was found to be attractive to the students, implying that it can be an effective instructional and recreational material to use during green building education.

show abstract

“What's in it for me?”: Increasing content relevance to enhance students' motivation

Cited by 237 publications

References 18 publications

Using literature circles in the ESL college classroom: A lesson from Puerto Rico

Using literature circles in the ESL college classroom: A lesson from Puerto Rico

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

Game-Based Learning for Green Building Education

Contact Info

Product

Resources

About